Pub Date : 2020-07-30DOI: 10.1080/01626620.2020.1785972
Melissa Adams-Budde, C. Howard, Claire Lambert, J. Myers
ABSTRACT Using case study methodology, this study follows three elementary teachers transitioning from their teacher education programs through their first year of teaching. Guided by the tenets of Pose, Wobble, and Flow (P/W/F), a framework for examining teacher development, we explore participants’ learning and growth. Poses are conscious beliefs about teaching and learning that serve as touchstones guiding one’s practice. Wobble is a feeling of disequilibrium occurring when one’s existing poses are brought into question or when something unexpected challenges one’s poses. Finally, flow can be achieved when one persists through the wobble and regains equilibrium but with a deeper and more nuanced understanding of teaching and learning. Findings describe important poses held by each participant when they started teaching, experiences with wobble around these poses, and how they worked to resolve the wobble and work toward achieving flow. Implications include strategies to support preservice and beginning teachers’ work through the cycles of P/W/F.
{"title":"Pose, Wobble, and Flow: The Experiences of Three First-Year Teachers","authors":"Melissa Adams-Budde, C. Howard, Claire Lambert, J. Myers","doi":"10.1080/01626620.2020.1785972","DOIUrl":"https://doi.org/10.1080/01626620.2020.1785972","url":null,"abstract":"ABSTRACT Using case study methodology, this study follows three elementary teachers transitioning from their teacher education programs through their first year of teaching. Guided by the tenets of Pose, Wobble, and Flow (P/W/F), a framework for examining teacher development, we explore participants’ learning and growth. Poses are conscious beliefs about teaching and learning that serve as touchstones guiding one’s practice. Wobble is a feeling of disequilibrium occurring when one’s existing poses are brought into question or when something unexpected challenges one’s poses. Finally, flow can be achieved when one persists through the wobble and regains equilibrium but with a deeper and more nuanced understanding of teaching and learning. Findings describe important poses held by each participant when they started teaching, experiences with wobble around these poses, and how they worked to resolve the wobble and work toward achieving flow. Implications include strategies to support preservice and beginning teachers’ work through the cycles of P/W/F.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"43 1","pages":"268 - 284"},"PeriodicalIF":0.0,"publicationDate":"2020-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1785972","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48645958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-20DOI: 10.1080/01626620.2020.1789519
Sara B. Demoiny
ABSTRACT This instrumental case study illustrates the necessity of free spaces within antiracist teacher education. The author uses antiracism and free spaces as a theoretical lens to examine the experiences of 11 social studies teacher educators (SSTEs) who teach and research antiracist social studies. The findings portray the SSTEs’ need for free space to persevere in antiracist teacher education as well as to improve their scholarship in antiracist social studies education, yet the SSTEs do not explicitly include the need for a free space within their course syllabi and readings for pre-service teachers. Based on these findings, the author argues the need to consider how free spaces can be extended to teacher education instruction and to alumni who desire to be K-12 antiracist educators.
{"title":"Learning from Our Stories: Incorporating Free Spaces as a Necessity in Antiracist Social Studies Teacher Education","authors":"Sara B. Demoiny","doi":"10.1080/01626620.2020.1789519","DOIUrl":"https://doi.org/10.1080/01626620.2020.1789519","url":null,"abstract":"ABSTRACT This instrumental case study illustrates the necessity of free spaces within antiracist teacher education. The author uses antiracism and free spaces as a theoretical lens to examine the experiences of 11 social studies teacher educators (SSTEs) who teach and research antiracist social studies. The findings portray the SSTEs’ need for free space to persevere in antiracist teacher education as well as to improve their scholarship in antiracist social studies education, yet the SSTEs do not explicitly include the need for a free space within their course syllabi and readings for pre-service teachers. Based on these findings, the author argues the need to consider how free spaces can be extended to teacher education instruction and to alumni who desire to be K-12 antiracist educators.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"43 1","pages":"339 - 352"},"PeriodicalIF":0.0,"publicationDate":"2020-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1789519","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48544528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT Research highlights the challenges of teacher preparation programs in adequately preparing teachers to meet the needs of diverse students often served in high-needs urban schools. Teacher preparation programs that include culturally relevant pedagogy, coursework specifically related to school-community interaction, and most importantly, internships with mentorship in urban schools, have demonstrated that teachers specifically trained to teach in urban schools are better prepared and stay in teaching longer. This study examined the perceptions of 11 clinical supervising teachers and nine pre-service teachers that received flexible University mentoring supports during student teaching in two high-need, urban schools. The findings illustrate that urban student teaching experiences, when supported by additional collaborative mentorship, have the potential to improve experiences for both pre-service teachers and supervising teachers. Further, collaboration with schools to link teacher preparation program course content to urban teaching experiences can improve the theory-to-practice gap.
{"title":"Pre-Service Teacher Supports in Urban Schools","authors":"Wendy Cavendish, Xuchilt Perez, Margarette Mahotiere","doi":"10.1080/01626620.2020.1776175","DOIUrl":"https://doi.org/10.1080/01626620.2020.1776175","url":null,"abstract":"ABSTRACT Research highlights the challenges of teacher preparation programs in adequately preparing teachers to meet the needs of diverse students often served in high-needs urban schools. Teacher preparation programs that include culturally relevant pedagogy, coursework specifically related to school-community interaction, and most importantly, internships with mentorship in urban schools, have demonstrated that teachers specifically trained to teach in urban schools are better prepared and stay in teaching longer. This study examined the perceptions of 11 clinical supervising teachers and nine pre-service teachers that received flexible University mentoring supports during student teaching in two high-need, urban schools. The findings illustrate that urban student teaching experiences, when supported by additional collaborative mentorship, have the potential to improve experiences for both pre-service teachers and supervising teachers. Further, collaboration with schools to link teacher preparation program course content to urban teaching experiences can improve the theory-to-practice gap.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"43 1","pages":"54 - 66"},"PeriodicalIF":0.0,"publicationDate":"2020-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1776175","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46008725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/01626620.2020.1785808
Katrina Liu, E. Lin
Issue 42(3) presents six articles that probe into important topics in teacher education: the effectiveness of teacher education programs and professional development for teaching English learners, novice teacher expertise in core practices of teaching English learners, mentoring novice special educators, student teacher-cooperating teacher relationships, and STEAM questioning strategies in K-12 classes. Each article extends possible ways to build on actionable teaching practices that inform teacher learning and preparation. Taken together, these articles demonstrate theoretically sound and methodologically rigorous research that contributes to the advancement of research and practice in teaching and teacher education. Nationally, the number of students who are English learners (ELs) or speakers of nonstandard variants of English is significant and growing (9.6 percent, or about 5 million nationwide in 2016 [NCES, 2019]). Influenced by developments in learning theory, many teacher education programs and teacher professional development programs have attempted to prepare teachers using intentional learning opportunities to analyze and critique their assumptions about these students that can translate to probable instruction to meet their learning needs. However, assumption analysis does not automatically lead to transformed actions. Therefore, to study the effectiveness of teacher education programs, teacher educators need to not only investigate teacher candidates’ assumptions about Els, but also their classroom teaching practice— “how [they] do the actual tasks of teaching” (Cochran-Smith et al., 2015, p. 117)—grounding these investigations on classroom observation data that goes beyond teacher candidates’ self-reported reflections on their teaching practice (Anderson & Stillman, 2013). We begin this issue with three articles that provide approaches to address this need. Our first article, “Studying Program Effectiveness in Preparing Effective Teachers for English Learners” by Dubetz and Collet, investigates how teacher candidates experience the preparation they receive to teach Els. The authors collected data from multiple sources including candidates’ planning and teaching artifacts from their preservice preparation as well as post-graduation observations of their instruction during the first two years of teaching and the English language proficiency scores of ELs in their classrooms. The authors found that the most frequently used practice for both preservice and inservice periods was frequent checking for understanding during instruction, while the least used practices were designing assessments by English proficiency level, and assessing content learning in a learner’s home language. Once teacher candidates became full-time teachers, they increased the practice of frontloading and reinforcing academic language in a given lesson; surprisingly, however, they decreased the practice of using learners’ prior knowledge to scaffold instruction. Sta
{"title":"Editors’ Notes","authors":"Katrina Liu, E. Lin","doi":"10.1080/01626620.2020.1785808","DOIUrl":"https://doi.org/10.1080/01626620.2020.1785808","url":null,"abstract":"Issue 42(3) presents six articles that probe into important topics in teacher education: the effectiveness of teacher education programs and professional development for teaching English learners, novice teacher expertise in core practices of teaching English learners, mentoring novice special educators, student teacher-cooperating teacher relationships, and STEAM questioning strategies in K-12 classes. Each article extends possible ways to build on actionable teaching practices that inform teacher learning and preparation. Taken together, these articles demonstrate theoretically sound and methodologically rigorous research that contributes to the advancement of research and practice in teaching and teacher education. Nationally, the number of students who are English learners (ELs) or speakers of nonstandard variants of English is significant and growing (9.6 percent, or about 5 million nationwide in 2016 [NCES, 2019]). Influenced by developments in learning theory, many teacher education programs and teacher professional development programs have attempted to prepare teachers using intentional learning opportunities to analyze and critique their assumptions about these students that can translate to probable instruction to meet their learning needs. However, assumption analysis does not automatically lead to transformed actions. Therefore, to study the effectiveness of teacher education programs, teacher educators need to not only investigate teacher candidates’ assumptions about Els, but also their classroom teaching practice— “how [they] do the actual tasks of teaching” (Cochran-Smith et al., 2015, p. 117)—grounding these investigations on classroom observation data that goes beyond teacher candidates’ self-reported reflections on their teaching practice (Anderson & Stillman, 2013). We begin this issue with three articles that provide approaches to address this need. Our first article, “Studying Program Effectiveness in Preparing Effective Teachers for English Learners” by Dubetz and Collet, investigates how teacher candidates experience the preparation they receive to teach Els. The authors collected data from multiple sources including candidates’ planning and teaching artifacts from their preservice preparation as well as post-graduation observations of their instruction during the first two years of teaching and the English language proficiency scores of ELs in their classrooms. The authors found that the most frequently used practice for both preservice and inservice periods was frequent checking for understanding during instruction, while the least used practices were designing assessments by English proficiency level, and assessing content learning in a learner’s home language. Once teacher candidates became full-time teachers, they increased the practice of frontloading and reinforcing academic language in a given lesson; surprisingly, however, they decreased the practice of using learners’ prior knowledge to scaffold instruction. Sta","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"42 1","pages":"187 - 189"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1785808","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47867956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/01626620.2019.1638847
Kyena E. Cornelius, M. Rosenberg, Karin Sandmel
ABSTRACT The similarity of teaching assignments between mentor and novice teachers are typically regarded as necessary prerequisites for successful mentoring relationships. Yet, due to the personnel shortages and specialized teaching assignments in special education, it is not always possible to match novice special educators with veteran special educators. This multiple-baseline across behaviors study investigated specialized professional development and individualized coaching for general education teacher mentors. Outcomes assessed included the intervention’s impact on the mentors’ special education knowledge, mentors’ ability to identify needed components of special education lesson delivery, and novice teachers’ improvements in instructional practice. Results indicated a functional relationship between the intervention and mentor knowledge as well as the ability to identify components of specialized instruction. Most important, novice special educators improved their instructional practices after being mentored by those who received the professional development and specialized coaching.
{"title":"Examining the Impact of Professional Development and Coaching on Mentoring of Novice Special Educators","authors":"Kyena E. Cornelius, M. Rosenberg, Karin Sandmel","doi":"10.1080/01626620.2019.1638847","DOIUrl":"https://doi.org/10.1080/01626620.2019.1638847","url":null,"abstract":"ABSTRACT The similarity of teaching assignments between mentor and novice teachers are typically regarded as necessary prerequisites for successful mentoring relationships. Yet, due to the personnel shortages and specialized teaching assignments in special education, it is not always possible to match novice special educators with veteran special educators. This multiple-baseline across behaviors study investigated specialized professional development and individualized coaching for general education teacher mentors. Outcomes assessed included the intervention’s impact on the mentors’ special education knowledge, mentors’ ability to identify needed components of special education lesson delivery, and novice teachers’ improvements in instructional practice. Results indicated a functional relationship between the intervention and mentor knowledge as well as the ability to identify components of specialized instruction. Most important, novice special educators improved their instructional practices after being mentored by those who received the professional development and specialized coaching.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"42 1","pages":"253 - 270"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2019.1638847","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44881814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/01626620.2020.1765897
David T. Marshall, Michael R. Scott, Guofang Wan
ABSTRACT This study explores how the various stakeholders of a teacher residency program define what it means for a teacher resident to be successful during the residency year. Researchers employed a qualitative case study design and conducted interviews with the university faculty, residency program staff, mentor teachers, and graduates of the residency program in order to conceptualize teacher resident success. The findings that emerged emphasized developing an understanding of learning from failure. Second, the arc of a full year of pre-service training gave program participants the opportunity to learn how to effectively establish relationships, develop a teacher presence, and maintain work-life balance. These findings serve as a reminder of the human and interpersonal nature of teaching and learning, and that success is more than some numerical measure of effectiveness. The paper concludes with a call to better inform residency program planning and evaluative documents that can help residents grow based on a qualitatively operationalized definition of success.
{"title":"Through Failure and Reflection: Conceptualizations of a Successful Teacher Residency Experience","authors":"David T. Marshall, Michael R. Scott, Guofang Wan","doi":"10.1080/01626620.2020.1765897","DOIUrl":"https://doi.org/10.1080/01626620.2020.1765897","url":null,"abstract":"ABSTRACT This study explores how the various stakeholders of a teacher residency program define what it means for a teacher resident to be successful during the residency year. Researchers employed a qualitative case study design and conducted interviews with the university faculty, residency program staff, mentor teachers, and graduates of the residency program in order to conceptualize teacher resident success. The findings that emerged emphasized developing an understanding of learning from failure. Second, the arc of a full year of pre-service training gave program participants the opportunity to learn how to effectively establish relationships, develop a teacher presence, and maintain work-life balance. These findings serve as a reminder of the human and interpersonal nature of teaching and learning, and that success is more than some numerical measure of effectiveness. The paper concludes with a call to better inform residency program planning and evaluative documents that can help residents grow based on a qualitatively operationalized definition of success.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"43 1","pages":"160 - 175"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1765897","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47927471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/01626620.2020.1762139
Amanda Obery, James Sletten, R. R. Vallor, Sarah Schmitt-Wilson
ABSTRACT Integrating data driven decision making into teacher preparation programs has been called for by several researchers in order to help lessen the barriers teachers face in using data in their teaching. This mixed methods study examined the perceptions of data use in education by pre-service teachers (N = 112) and perceived knowledge and skills required for successful use from both pre-service teachers (N = 6) and the faculty who educate them (N = 5). Results have implications for teacher preparation programs considering data literacy integration and for researchers aiming to understand the best ways to encourage data driven decision-making skills and knowledge in pre-service teachers.
{"title":"Data Driven Decision Making in Teacher Education: Perceptions of Pre-Service Teachers and Faculty Who Teach Them","authors":"Amanda Obery, James Sletten, R. R. Vallor, Sarah Schmitt-Wilson","doi":"10.1080/01626620.2020.1762139","DOIUrl":"https://doi.org/10.1080/01626620.2020.1762139","url":null,"abstract":"ABSTRACT Integrating data driven decision making into teacher preparation programs has been called for by several researchers in order to help lessen the barriers teachers face in using data in their teaching. This mixed methods study examined the perceptions of data use in education by pre-service teachers (N = 112) and perceived knowledge and skills required for successful use from both pre-service teachers (N = 6) and the faculty who educate them (N = 5). Results have implications for teacher preparation programs considering data literacy integration and for researchers aiming to understand the best ways to encourage data driven decision-making skills and knowledge in pre-service teachers.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"43 1","pages":"231 - 246"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1762139","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44201176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/01626620.2019.1649743
Aimee Papola-Ellis, Amy J. Heineke
ABSTRACT Although classrooms across the United States continue to become more diverse, teachers are often underprepared to support the learning of immigrant students and students labeled as English learners (ELs). In the current investigation, we turn toward literature discussion using bilingual poetry with teachers to learn how participants recognize their assumptions and beliefs related to language and culture. In this phenomenological study framed with sociocultural and transactional theories, we present data related to teachers’ discussions of one bilingual poetry picture book. We share findings related to teachers’ understandings about their own assumptions, as well as personal connections to challenge those assumptions. We contend that teachers’ individual transactions and connections with literature led to interruptions in their assumptions and beliefs about students.
{"title":"Interrupting Teachers’ Assumptions about English Learners through Literature Discussion","authors":"Aimee Papola-Ellis, Amy J. Heineke","doi":"10.1080/01626620.2019.1649743","DOIUrl":"https://doi.org/10.1080/01626620.2019.1649743","url":null,"abstract":"ABSTRACT Although classrooms across the United States continue to become more diverse, teachers are often underprepared to support the learning of immigrant students and students labeled as English learners (ELs). In the current investigation, we turn toward literature discussion using bilingual poetry with teachers to learn how participants recognize their assumptions and beliefs related to language and culture. In this phenomenological study framed with sociocultural and transactional theories, we present data related to teachers’ discussions of one bilingual poetry picture book. We share findings related to teachers’ understandings about their own assumptions, as well as personal connections to challenge those assumptions. We contend that teachers’ individual transactions and connections with literature led to interruptions in their assumptions and beliefs about students.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"42 1","pages":"234 - 252"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2019.1649743","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49189820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/01626620.2019.1638848
Lorraine A. Jacques, Heidi Cian, Danielle Herro, Cassie F. Quigley
ABSTRACT In STEAM (Science, Technology, Engineering, Arts, and Math) instruction, inquiry and authentic problem solving connect the disciplines to encourage higher-order thinking and increase student engagement. For instruction to be successful in facilitating meaningful student thinking about authentic problems, however, the instructor needs to use strong questioning techniques. This study explored what questioning techniques teachers use as they enact STEAM instruction in their classrooms. Eight middle school teachers who had designed authentic STEAM lessons were observed and scored on a rubric reflecting various components of STEAM instruction as they implemented their lessons. Then transcripts from these lessons were coded to identify the types of questions teachers asked. These questions were identified as inquiry-based or non-inquiry-based using Llewellyn’s categories of inquiry-based questions. Findings show that teachers who scored lower on the rubric asked inquiry-based questions no more than 50% of the time, while teachers who scored higher on the rubric asked inquiry-based questions more than 70% of the time.
{"title":"The Impact of Questioning Techniques on STEAM Instruction","authors":"Lorraine A. Jacques, Heidi Cian, Danielle Herro, Cassie F. Quigley","doi":"10.1080/01626620.2019.1638848","DOIUrl":"https://doi.org/10.1080/01626620.2019.1638848","url":null,"abstract":"ABSTRACT In STEAM (Science, Technology, Engineering, Arts, and Math) instruction, inquiry and authentic problem solving connect the disciplines to encourage higher-order thinking and increase student engagement. For instruction to be successful in facilitating meaningful student thinking about authentic problems, however, the instructor needs to use strong questioning techniques. This study explored what questioning techniques teachers use as they enact STEAM instruction in their classrooms. Eight middle school teachers who had designed authentic STEAM lessons were observed and scored on a rubric reflecting various components of STEAM instruction as they implemented their lessons. Then transcripts from these lessons were coded to identify the types of questions teachers asked. These questions were identified as inquiry-based or non-inquiry-based using Llewellyn’s categories of inquiry-based questions. Findings show that teachers who scored lower on the rubric asked inquiry-based questions no more than 50% of the time, while teachers who scored higher on the rubric asked inquiry-based questions more than 70% of the time.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"42 1","pages":"290 - 308"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2019.1638848","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44804197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/01626620.2019.1649744
Greer M. Richardson, D. Yost, Thomas Conway, Allison Magagnosc, A. Mellor
ABSTRACT This study examines the perceptions of relationship quality and satisfaction held by student teachers and their cooperating teachers within the context of an instructional coaching framework-focused student teaching experience. Cooperating teachers operated as instructional coaches who then provided turn-around training for other cooperating teachers. Independent sample t-tests compared perceptions of the student teaching experience for student teachers and their cooperating teachers with two levels of training as measured by the Coaching Relationship Questionnaire. The instructional coach-trained cooperating teacher group showed advanced psychosocial mentoring, dyad satisfaction and dyad similarity as compared to the turn-around-trained cooperating teacher. However, regardless of training level, positive perceptions of the student teaching experience were reported. Additionally, elements of the instructional coaching framework that were found to be beneficial to cooperating teachers serving as coaches for student teachers were examined in light of the outcomes of the questionnaire. Based on findings, a model of training for cooperating teachers is considered.
{"title":"Using Instructional Coaching to Support Student Teacher-Cooperating Teacher Relationships","authors":"Greer M. Richardson, D. Yost, Thomas Conway, Allison Magagnosc, A. Mellor","doi":"10.1080/01626620.2019.1649744","DOIUrl":"https://doi.org/10.1080/01626620.2019.1649744","url":null,"abstract":"ABSTRACT This study examines the perceptions of relationship quality and satisfaction held by student teachers and their cooperating teachers within the context of an instructional coaching framework-focused student teaching experience. Cooperating teachers operated as instructional coaches who then provided turn-around training for other cooperating teachers. Independent sample t-tests compared perceptions of the student teaching experience for student teachers and their cooperating teachers with two levels of training as measured by the Coaching Relationship Questionnaire. The instructional coach-trained cooperating teacher group showed advanced psychosocial mentoring, dyad satisfaction and dyad similarity as compared to the turn-around-trained cooperating teacher. However, regardless of training level, positive perceptions of the student teaching experience were reported. Additionally, elements of the instructional coaching framework that were found to be beneficial to cooperating teachers serving as coaches for student teachers were examined in light of the outcomes of the questionnaire. Based on findings, a model of training for cooperating teachers is considered.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"42 1","pages":"271 - 289"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2019.1649744","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44071172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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